Hiểu thành ngữ tiếng Anh dưới góc nhìn lí thuyết ẩn dụ ý niệm của ngôn ngữ học tri nhận - Nguyễn Ngọc Vũ

Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> UNDERSTANDING ENGLISH IDIOMS<br /> FROM THE CONCEPTUAL METAPHOR THEORY<br /> OF COGNITIVE LINGUISTICS<br /> NGUYEN NGOC VU*<br /> <br /> ABSTRACT<br /> Teaching and learning English idioms has always been a challenge for both teachers<br /> and students. From the cognitive linguistics viewpoint, this paper discusses conceptual<br /> metaphor theory and proposes to apply it as an alternative approach to teaching English<br /> idioms. Through the conceptual metaphor analysis of example idioms, the author proves<br /> that idiom meanings are formed from conceptual metaphors rather than dogmatism and<br /> discusses some implications for language teaching.<br /> Keywords: conceptual metaphor theory, English idioms, teaching idioms, cognitive<br /> semantics.<br /> TÓM TẮT<br /> Hiểu thành ngữ tiếng Anh dưới góc nhìn lí thuyết ẩn dụ ý niệm của ngôn ngữ học tri nhận<br /> Việc dạy và học thành ngữ tiếng Anh luôn gây nhiều khó khăn cho cả giáo viên lẫn<br /> học viên. Từ quan điểm của ngôn ngữ học tri nhận, bài báo trình bày thuyết ẩn dụ ý niệm<br /> và đề xuất áp dụng lí thuyết này để dạy các tổ hợp thành ngữ tiếng Anh. Qua việc phân<br /> tích ẩn dụ ý niệm ở một số thành ngữ minh họa, tác giả chứng minh rằng nghĩa của thành<br /> ngữ được tạo thành từ các ẩn dụ ý niệm chứ không phải có tính võ đoán và trình bày<br /> những đề xuất cho việc giảng dạy tiếng Anh.<br /> Từ khóa: lí thuyết ẩn dụ ý niệm, thành ngữ tiếng Anh, giảng dạy thành ngữ, ngữ<br /> nghĩa học tri nhận.<br /> <br /> Introduction have attracted attention of researchers<br /> In most textbooks for students of from many different disciplines like<br /> intermediate or higher levels, it is clear literature, ethnography and culturology.<br /> that composite expressions account for (Langlotz, 2006). All of this starts from a<br /> quite a big number of lexical items that new view to the role of idioms in<br /> students need to learn (Achard & language teaching and translation.<br /> Niemeier, 2004). This is easy to Previously, with the generative approach,<br /> understand as in order to communicate it is believed that language is a system<br /> effectively and naturally, language that can be explained using universal<br /> learners need to be able to master English rules. However, there is more and more<br /> idioms (Gibbs, 1997). Due to their evidence showing that the mastery of a<br /> importance in language teaching, idioms foreign language depends on one’s ability<br /> to master composite expressions called<br /> *<br /> Ph.D, in Linguistics, Dean of English “prefabricated units” or “prefabs”. This<br /> Department-HCMC University of Education article discusses how language teachers<br /> <br /> 76<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> can help their students learn idioms more cognitively. Hot steam has the power to<br /> efficiently through the conceptual move the engines. By letting off the<br /> metaphor theory steam, one’s anger is gradually cooling<br /> Conceptual Metaphor Theory down. By activating one’s real world<br /> From the viewpoint of cognitive experience of steam and understanding<br /> theorists, metaphor is defined as a the conceptual metaphor mechanism, he<br /> domain through which abstract human or she can predict idiom’s meanings.<br /> experiences from the outside world are Current practice in teaching and<br /> conceptualized based on more concrete learning idioms<br /> experiences. Lakoff & Johnson (1980) Many learners of English develop<br /> states that lots of our mental experiences the habit of learning by heart the<br /> are created with metaphor via a limited equivalents of idioms in their mother<br /> set of image schemas, for example the tongue and then use those in<br /> image schema of a container. This communication. When teaching English<br /> ‘container’ image schema is created by in Vietnam, we have observed learners<br /> our real 3D world experience of a who own good command of English but<br /> container having the inside and outside have difficulties using English idioms<br /> space. Through his research, Lakoff has and phrasal verbs. Consequently, they<br /> found out that the ‘container’ image tend to avoid using idioms when<br /> schema has been used frequently to producing the language and this makes<br /> conceptualize non-spatial concepts. their language sound unnatural. This<br /> Emotion, which is non-spatial, can be problem was also mentioned by Moon<br /> conceptualized as a container when we (1997:60): “… language learners often<br /> say “empty words” or “to be in love”. avoid using composite expressions even<br /> At its basic level, conceptual in situations where the two languages<br /> metaphor is the motivation for many have very similar expressions … The<br /> idiomatic structures. For example, “to let cause of this is language learners are<br /> off steam” can be split into two concerned about expressions considered<br /> components “let off” and “steam”. Its equal between languages. They were<br /> dictionary meaning can be to let out or to taught to be careful about the small<br /> show one’s anger. According to the differences that can lead to confusion or<br /> analysis of Lakoff & Johnson (1980), misunderstanding.”<br /> anger is often understood metaphorically Teachers also tend to avoid<br /> as follows: teaching English idioms although these<br /> - Mind is a container expressions are important for developing<br /> - Anger is a hot fluid in a container. language capability in learners. Some<br /> In the case of “to let off steam”, the teachers believe that idioms are too<br /> mapping from literal meaning of ‘steam’ difficult for learners. Evidence for this<br /> to illiteral meaning of ‘anger’ is possible can be found in many language teaching<br /> <br /> 77<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> textbooks which only show a list of those in the coursebook. Obviously, with<br /> idioms grouped by themes or key words this way of learning idioms, learners will<br /> and then come gap-filling exercises for quickly forget what they have learnt and<br /> learners. That way of task designing only can’t use the idioms effectively in actual<br /> encourages students to learn by heart contexts.<br /> idioms’ meaning from the context in Solutions from conceptual<br /> which they occur. Students will not be metaphor theory<br /> able to understand how those idioms Research from conceptual metaphor<br /> were formed or use them in real contexts theory shows that images grounded<br /> when the contexts are different from what deeply in idioms can be activated by<br /> they have in the textbook. Sometimes, making learners understand the<br /> textbook also tries to provide learners underlying conceptual metaphor and<br /> with synonyms but they are not quite trace back to idioms’ origin. Vu (2006)<br /> equal and can be confusing. For example, showed that the meaning of many idioms,<br /> in Unit 10 of Grammar Practice textbook especially those of body part idioms are<br /> used by Department of English, HCM motivated rather than abstract.<br /> city University of Education, ‘fill in’ was Consequently, in order to teach idioms<br /> explained using examples as follows: effectively, teachers should not only ask<br /> • Can you fill in this form please? students to learn by heart. Instead, they<br /> (complete) should encourage students to predict the<br /> • Our teacher was ill, so Mrs. Frost origins of idioms and then help them to<br /> filled in. (take someone’s place) find out the illiterate meaning based on<br /> Then the textbook introduces that finding. For instance, when teaching<br /> phrasal verb “take over” as follows: the idiom ‘To be on the ropes’, the<br /> • A German company took us over teacher should first ask this question:<br /> last year. (buy a company). “Where do you think the expression “to<br /> • If you are tired, I’ll take over. (take be on the ropes” comes from? Sports,<br /> someone’s place) food or sailing?” Most of the students<br /> This way of explaining idioms will choose ‘sports’ or ‘sailing’ since<br /> makes students believe that ‘fill in’ and ropes are only used in these two domains.<br /> ‘take over’ can be used interchangeably. The teacher can then explain the cultural<br /> However, they are used in completely and historical origin to help learners<br /> different contexts. In the current teaching associate with a specific situation. In this<br /> context of Vietnam, it’s very hard for case for instance, students associate with<br /> learners to contact native speakers and the image of a boxer rounded to the<br /> ask them to explain idioms’ origins. corner and having to use the rope as point<br /> Therefore, they can only learn by heart of support. From this hint, students will<br /> the equivalent meanings in Vietnamese be able to infer that ‘to be on the ropes’<br /> and use them in situations similar to means to be put on the wall or to be in a<br /> <br /> <br /> 78<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> desperate situation. Problem solving • I'll keep an ear to the ground and<br /> activities like this force students to think tell you if I hear of any vacancies.<br /> and thus memorize and use the idioms • I had half an ear on the radio as he<br /> better. was talking to me.<br /> Besides, explicit explanation of However, if the teacher explains to<br /> conceptual metaphors can also help students that these idioms are motivated<br /> students infer idioms’ meaning to a great by the metonymy “the ears stand for<br /> extent. From our previous research (Vu, attention”, chance of getting students to<br /> 2008a), it’s not very fruitful making infer the meaning will rise up. This was<br /> students infer idioms’ meaning only. In confirmed in another research on<br /> our research on idioms containing ‘ears’ applying conceptual metaphor and<br /> (Vu, 2008b), it was found out that it was metonymy to teaching idioms and<br /> very hard for students to automatically proverbs of Thomas Li (2002, cited in<br /> identify the proper conceptual metaphor Robinson & Ellis 2008). In his research,<br /> for decoding idioms’ meaning. In order Li conducted an experiment on 394<br /> to help students do that, teachers need to foreign language students in China. The<br /> give students direct instruction on experimental group was given instruction<br /> underlying conceptual metaphors or on conceptual metaphor and metonymy<br /> metonymies that motivate those idioms. theories as well as how to use them in<br /> In the following idioms, if the teachers decoding idioms’ meaning. Post-test<br /> simply give examples and ask students to results showed that the experimental<br /> infer meaning, their students will have a group outperformed the controlled group<br /> lot of difficulties: in learning English idioms.<br /> • Don't talk so loudly unless you In English, there are many two or<br /> want everyone to know. Bill has big ears three word verbs, also called phrasal<br /> you know. verbs. In advanced language tests like<br /> • Hey, cloth ears, I asked if you Toefl, Cambridge CAE or CPE, those<br /> wanted a drink. phrasal verbs appear with high frequency.<br /> • Warnings that sunbathing can lead Currently available grammar books and<br /> to skin cancer have largely fallen on deaf other textbooks do no more than<br /> ears in Britain. encouraging learners to memorize.<br /> • 'Do you want to hear what Streamline English Directions is a good<br /> happened at the party last night?' 'Oh yes, example of mechanical drilling and<br /> I'm all ears'. practice. Almost all units in the textbook<br /> • In the past they've tended to turn a come with a list of phrasal verbs and gap-<br /> deaf ear to such requests. filling exercises for learners to work on.<br /> • He's a powerful industrialist who These phrasal verbs are grouped in terms<br /> has the President's ear. of verbs (take, give, look …) or in terms<br /> of particles (up, down, on …). The aim of<br /> <br /> 79<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> these practice exercises is to drill and • Turn down that horrible music!<br /> help learners memorize the idioms. • Please keep the noise down in this<br /> However, from classroom observation, room!<br /> students tend to forget these items after • It's really cooled down these past<br /> several weeks. In the department of few days.<br /> English, HCM city University of • Computer prices have really come<br /> Education, many students used to attend down recently.<br /> national English exams for the gifted. As In the above examples, particles<br /> the exams always have large number of “up” and “down” are always associated<br /> phrasal verbs, these students tried to with increase or decrease in size, number<br /> memorize a lot of these phrasal verbs. or strength. As a result, teachers only<br /> However, most of them complained that need to explain to the students how<br /> they would forget many of those items conceptual metaphor “MORE IS UP –<br /> after several years. All of this comes LESS IS DOWN” works and provide<br /> from rote learning encouraged by some examples instead of making<br /> teachers and textbooks. Research on students learn by heart. Besides, when<br /> conceptual metaphor theory (Vu, 2008) armed with knowledge of that conceptual<br /> has given strong evidence that idioms’ metaphor, students are more likely to<br /> meaning is grounded in conceptual infer meanings of other phrasal verbs<br /> metaphors. For instance, all of these formed with “up” and “down”.<br /> phrasal verbs are motivated by the In a similar way, temporal<br /> conceptual metaphor “MORE IS UP – conceptual metaphor starts from our<br /> LESS IS DOWN”: conventional conception of time as a<br /> • They put up the price on that model straight line running from the past to the<br /> by five dollars. future with the past in the back and the<br /> • They brought their children up in future in the front. As a result, phrasal<br /> the countryside. verbs with “ahead” and “forward” are<br /> • Production went up at the plant by used to talk about future while those with<br /> 15 percent. “back” and “behind” are used to refer to<br /> • The car sped up and passed the the past. With such understanding of<br /> slow driver. conceptual metaphor “FUTURE IS<br /> • It's really heated up these past few AHEAD – PAST IS BEHIND”, students<br /> days. can predict meaning of the following<br /> • Can you turn the sound up? idioms:<br /> • The local economy has really • What lies ahead?<br /> picked up since the new factory was • Let's think ahead to next season.<br /> built. • I'm looking forward to seeing them<br /> • The quarterly profits went down again.<br /> from the second to the third quarter.<br /> <br /> 80<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Nguyen Ngoc Vu<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> • I've put my watch forward one idiom categories that are cultural-<br /> hour. specific. In several cases, due to the<br /> • The house dates back to the 16th difference inside the source domain due<br /> century. to cultural gaps, students will find it<br /> • Never look back, never have much harder to decode idiomatic<br /> regrets. meaning. As a result, background cultural<br /> • She was trying to leave behind a knowledge that teachers provide for the<br /> difficult adolescence. students will help considerably. For<br /> When somebody has power or example, most Vietnamese students find<br /> control over other people, we think about it hard to understand why English people<br /> that person as being in a higher position. say “as pleasant as a summer breeze”<br /> Therefore, phrasal verbs with “over” and since in Vietnam, summer is very hot,<br /> “up” express the idea of somebody humid and uncomfortable. Cultural<br /> having control or more power than other knowledge is the key in this case.<br /> people. In contrast, phrasal verbs with England is in the temperate zone with<br /> “down” and “under” are about people cold weather most of the year. For<br /> being controlled or in weakness. With the English people, summer is the best<br /> conceptual metaphor “POWER IS season associated with warmth and<br /> OVER/UP – WEAKNESS IS enjoyable outdoor activities. Temperature<br /> UNDER/DOWN”, teachers can help in summer in England is usually more or<br /> students infer meaning of the following less 200 C, which is ‘cold’ for many<br /> expressions: Vietnamese. If Vietnamese students<br /> • He was lording it over me. understand this, they will find the<br /> • The Emperor ruled over a vast area. expression “as pleasant as a summer<br /> breeze” does make sense.<br /> • They have come up in the world.<br /> Summary<br /> • She's been moved up to a more<br /> If the underlying conceptual<br /> responsible job.<br /> structures that motivate idioms’ meaning<br /> • The police clamped down on<br /> are explained, it is more likely that<br /> drinking in the streets.<br /> language learners infer the meaning and<br /> • The rebellion was swiftly put down.<br /> retain it longer. This contrasts with the<br /> • Prisoners are kept under constant common view held by language teachers<br /> surveillance. and textbook writers that idioms’<br /> • We had to knuckle under and do meaning can’t be predicted and they must<br /> what we were told. be learned as a whole in their context.<br /> Apart from making students aware However, context alone is not helpful for<br /> of conceptual metaphor and metonymy to students and it does not help them to<br /> infer idiomatic meaning, teachers should retain what they have learnt. From the<br /> also provide background cultural examples given, it is shown that explicit<br /> knowledge. This is especially useful for<br /> 81<br /> Tạp chí KHOA HỌC ĐHSP TPHCM Số 31 năm 2011<br /> _____________________________________________________________________________________________________________<br /> <br /> <br /> <br /> <br /> teaching of underlying conceptual diverse and rich outside world.<br /> metaphors that motivate idioms’ meaning Consequently, once teachers and students<br /> not only leads to better learning but also focus on exploring those structures, they<br /> makes learning idioms more interesting. are doing an interesting exploration<br /> Idioms, in nature, are structures formed journey themselves.<br /> through men’s conceptualizing of the<br /> <br /> REFERENCES<br /> 1. Achard, M., & Niemeier, S. (2004), Cognitive linguistics, second language<br /> acquisition, and foreign language teaching, Berlin: Mouton de Gruyter.<br /> 2. Gibbs, R. W. (1997), “Idioms and mental imagery: the metaphorical motivation for<br /> idiomatic meaning”, Cognition, vol 36.<br /> 3. Lakoff, G., & Johnson, M. (1980), Metaphor We Live By, Chicago: The University of<br /> Chicago Press.<br /> 4. Langlotz, A. (2006), Idiomatic Creativity: A cognitive-linguistic model of idiom-<br /> representation and idiom-variation in English, Philadelphia: John Benjamins<br /> Publishing Company.<br /> 5. Moon, R. (1997), Vocabulary Connections: Multi-Word Items in English. In N.<br /> Schmitt & M. J. McCarthy (eds), Vocabulary: Description, Acquisition and<br /> Pedagogy, Cambridge: Cambridge University Press.<br /> 6. Nguyễn Ngọc Vũ (2006), “Về một cách giải thích nghĩa của thành ngữ từ góc độ<br /> ngôn ngữ học tri nhận”, Kỉ yếu Hội thảo Ngôn ngữ học trẻ, Nxb Đại học Sư phạm Hà<br /> Nội, Hà Nội.<br /> 7. Nguyễn Ngọc Vũ (2008), “Hoán dụ ý niệm “Bộ phận cơ thể người biểu trưng cho sự<br /> chú ý” trong thành ngữ chứa yếu tố “mắt”, “mũi” và “tai” tiếng Anh và tiếng Việt”,<br /> Tạp chí Ngôn Ngữ, (9).<br /> 8. Robinson, P., & Ellis, N. C. (2008). Handbook of cognitive linguistics and second<br /> language acquisition. New York: Routledge.<br /> (Received: 29/8/2011; Accepted: 26/9/2011)<br /> <br /> <br /> <br /> <br /> 82<br />